Freddie deBoer’s latest post is your weekend must-read:
Yet on the level of thinking of our Silicon Valley overlords, aspects of my cognitive abilities that are absolutely central to my educational success are taken to have literally no value at all. In educational research, perhaps the greatest danger lies in thinking “that which I cannot measure is not real.” The disruption fetishists have amplified this danger, now evincing the attitude “teaching that cannot be said to lead to the immediate acquisition of rote, mechanical skills has no value.” But absolutely every aspect of my educational journey – as a student, as a teacher, and as a researcher – demonstrates the folly of this approach to learning.
I’ve said it many times, though people never seem to think I’m serious: years studying literary analysis, now widely assumed to be a pointless and wasteful activity, have helped me immensely in acquiring the quantitative, monetizable skills that ed reformers say they want.
I applied to film school out of high school and spent a large fraction of my university math education reading screenplays and writing about movies. The coffin eventually closed on those aspirations, but my interest in narrative and storytelling has permeated every aspect of my teaching, research, and current work in education technology.
Freddie deBoer’s argument, both as I read it and experience it, isn’t that a liberal arts education makes a productive life in STEM whole. It’s that a liberal arts education makes a productive life in STEM possible.
— David Wiley, PhD (@opencontent) March 11, 2016